Ludlow Church of England School

What Ofsted said

From the inspection on 7 May 2025

Most pupils at Ludlow Church of England School behave well in lessons. They are friendly and courteous and move around the site sensibly. Pupils feel safe and there is always an adult to talk to. However, low-level misbehaviour disrupts some lessons, particularly those taught by temporary staff. Some pupils have become disenchanted with school life. There is a broad and ambitious curriculum for pupils and, in general, staff follow it. However, some work does not build on what pupils already know, and they typically do not learn as much as they should. Reading receives insufficient attention. Staff adapt the curriculum to meet the needs of pupils with special educational needs and/or disabilities (SEND). Nevertheless, support for these pupils in lessons sometimes lacks precision, so they too do not achieve as well as they should. The leadership has set the right priorities. These include helping pupils to meet the high expectations for their behaviour and revamping how pupils learn about personal, social, economic and health education (PSHE) and careers. Pupils learn to respect different cultures and traditions. They take advantage of after- school clubs and activities, largely in sport and performing arts. The physical education (PE) department also offers good opportunities for pupils to take on leadership roles.

What the school should improve

• The school does not have immediate access to an analysis of the school's safeguarding records. This means that it has not looked for patterns and trends in safeguarding information, and so may miss opportunities to take additional steps to protect pupils. The school should ensure that the relevant staff have easy and current access to the analysis of safeguarding trends so that they can react sharply to any emerging patterns.
• Assessment, both in lessons and more broadly, does not consistently provide teachers with the information that they need to provide pupils with work that is appropriately matched to their needs. As a result, pupils sometimes do not benefit from teaching that builds on what they already know, which hinders their progress. The school should ensure that assessment is used effectively to inform the planning of learning, and in particular to make sure that those who require additional support, for example with their reading, receive it.
• Some staff do not implement the school's behaviour policy with the consistency and sound judgement that leaders seek. As a result, pupils sometimes feel unsure about what sanctions they can expect. They think that they may have been treated unfairly and continue to misbehave. Leaders should ensure that all staff address pupils' behaviour consistently and in line with the school's policy and agreed procedures.
• Some plans and decisions have not promoted pupils' best interests. As a result, pupils have been without the culture, the learning and the help that they need in order to thrive. The school should ensure that all leaders have the expertise and opportunities they require in order to plan for, and carry out, the improvement of the school.

Read the full Ofsted report (opens in a new tab)